初任教师入职适应特点及其影响因素研究
发布时间：2018-08-21 10:35
【摘要】： 近年来,初任教师的入职适应问题受到各方关注,已成为教师教育研究的一个重要领域。已有研究中,入职适应的研究对象主要是中、小学教师,对幼儿教师的研究尚不多见。因此对幼儿园初任教师入职适应的研究能够帮助我们更好地理解初入职场的幼儿教师所面临的、其特有的适应问题,丰富学前领域有关初任教师的理论,完善初任教师培训、管理和激励体制的理论研究。 本研究自行编制了《幼儿园初任教师入职适应影响因素问卷》,对上海市幼儿园162名初任教师进行了调查。通过因素分析、方差分析和独立样本检验,对初任教师的入职适应特点及其影响因素进行了分析和讨论,得出以下结论: (1)本研究发现幼儿园初任教师的入职适应特点与其教育背景、经历等个体内在因素以及人际关系、园所文化等外部客观因素密不可分。主要表现在六个方面,分别是自我调适;职业认同;教师合作;职位晋升;人际关系;园所文化。 (2)上海市幼儿园初任教师入职适应的总体情况一般,具体特点如下:总体上,1-2年教龄组的入职业适应水平最高,1年以下教龄组最低,两个教龄组之间的差异显著。在入职适应维度上,各教龄组在“职业认同”和“园所文化”上的差异最为显著。在“职业认同”上,1-2年教龄组的入职业适应水平最高,1年以下教龄组最低。在“园所文化”上,2年以上教龄组的入职业适应水平最高,1年以下教龄组最低。入职适应水平在1-2年教龄组呈现转折,表明这一阶段是初任教师的入职适应关键期。 (3)上海市幼儿园初任教师入职适应的个体因素呈现如下规律:行健与华师大、上师大、其他学校皆有显著差异,其中行健与华师大的差异最显著。本科与专科的差异显著。示范园与一级园、二级园有显著差异,其中示范园与二级园的差异比较显著。班长入职适应的总体水平高于一般教师。公办幼儿园教师的入职适应水平并没有高于民办幼儿园,差异不显著。 本研究旨在结合数据分析和现实情况,从初任教师的入职教育、自我调适、园所文化、教师评价等方面,提出若干有助于初任教师入职适应的合理建议,帮助处于入职适应阶段的幼儿教师尽快地转变身份角色、适应职业生活、胜任岗位要求、实现专业成长。
[Abstract]:In recent years, the adaptation of new teachers has been concerned by all parties and has become an important field of teacher education research. In the previous studies, the primary and middle school teachers are the main subjects of study on induction adaptation, but the research on preschool teachers is still rare. Therefore, the study on the induction of kindergarten teachers can help us better understand the unique adaptation problems faced by kindergarten teachers, enrich the theory of preschool teachers, and improve the training of new teachers. The theoretical study of management and incentive system. In this study, a questionnaire on the factors affecting the initial teachers' adaptation was compiled, and 162 new teachers in Shanghai kindergartens were investigated. By means of factor analysis, variance analysis and independent sample test, this paper analyzes and discusses the characteristics and influencing factors of initial teachers' induction. The main conclusions are as follows: (1) it is found that the characteristics of the initial kindergarten teachers' entry adaptation are closely related to their educational background, experience and other internal factors as well as external objective factors such as interpersonal relationships, garden culture and so on. It is mainly manifested in six aspects, namely self-adjustment, professional identity, teacher cooperation, job promotion, interpersonal relationship, garden culture. (2) the general situation of initial kindergarten teachers' entry adaptation in Shanghai is general. The specific characteristics are as follows: in general, the level of occupational adaptation was the highest in the teaching age group in 1-2 years, the lowest in the teaching age group under one year, and the difference between the two teaching age groups was significant. In the orientation dimension, the most significant differences were in the occupational identity and the garden culture among the teaching age groups. The occupational adaptation level was the highest in 1-2 years teaching age group, and the lowest in less than 1 year teaching age group. In "Yuan Institute Culture", the group with more than 2 years of teaching age had the highest level of occupational adaptation, and the group with less than one year of teaching age had the lowest level of occupational adaptation. The level of induction adaptation in 1-2 years of teaching age group showed a turning point, It shows that this stage is the key period for the initial teachers to adapt to the new job. (3) the individual factors of the entry adaptation of Shanghai kindergarten teachers are as follows: there are significant differences between Xingjian and Hua normal University, and other schools. Among them, the difference between Xingjian and Hua normal University is the most significant. The difference between undergraduate and specialty is significant. There were significant differences between the demonstration garden and the first class garden and the second class garden, among which the difference between the demonstration garden and the second class garden was significant. The overall level of the class leader's entry adaptation is higher than that of the general teacher. There is no significant difference between the teachers of public kindergartens and private kindergartens. The purpose of this study is to put forward some reasonable suggestions to help the initial teachers adapt to the new job from the aspects of starting education, self-adjustment, garden culture, teacher evaluation and so on, based on the analysis of data and the actual situation. Help preschool teachers in the stage of induction to change their identity roles, adapt to professional life, meet job requirements, and realize professional growth as soon as possible.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G615
本文编号：2195433
[Abstract]:In recent years, the adaptation of new teachers has been concerned by all parties and has become an important field of teacher education research. In the previous studies, the primary and middle school teachers are the main subjects of study on induction adaptation, but the research on preschool teachers is still rare. Therefore, the study on the induction of kindergarten teachers can help us better understand the unique adaptation problems faced by kindergarten teachers, enrich the theory of preschool teachers, and improve the training of new teachers. The theoretical study of management and incentive system. In this study, a questionnaire on the factors affecting the initial teachers' adaptation was compiled, and 162 new teachers in Shanghai kindergartens were investigated. By means of factor analysis, variance analysis and independent sample test, this paper analyzes and discusses the characteristics and influencing factors of initial teachers' induction. The main conclusions are as follows: (1) it is found that the characteristics of the initial kindergarten teachers' entry adaptation are closely related to their educational background, experience and other internal factors as well as external objective factors such as interpersonal relationships, garden culture and so on. It is mainly manifested in six aspects, namely self-adjustment, professional identity, teacher cooperation, job promotion, interpersonal relationship, garden culture. (2) the general situation of initial kindergarten teachers' entry adaptation in Shanghai is general. The specific characteristics are as follows: in general, the level of occupational adaptation was the highest in the teaching age group in 1-2 years, the lowest in the teaching age group under one year, and the difference between the two teaching age groups was significant. In the orientation dimension, the most significant differences were in the occupational identity and the garden culture among the teaching age groups. The occupational adaptation level was the highest in 1-2 years teaching age group, and the lowest in less than 1 year teaching age group. In "Yuan Institute Culture", the group with more than 2 years of teaching age had the highest level of occupational adaptation, and the group with less than one year of teaching age had the lowest level of occupational adaptation. The level of induction adaptation in 1-2 years of teaching age group showed a turning point, It shows that this stage is the key period for the initial teachers to adapt to the new job. (3) the individual factors of the entry adaptation of Shanghai kindergarten teachers are as follows: there are significant differences between Xingjian and Hua normal University, and other schools. Among them, the difference between Xingjian and Hua normal University is the most significant. The difference between undergraduate and specialty is significant. There were significant differences between the demonstration garden and the first class garden and the second class garden, among which the difference between the demonstration garden and the second class garden was significant. The overall level of the class leader's entry adaptation is higher than that of the general teacher. There is no significant difference between the teachers of public kindergartens and private kindergartens. The purpose of this study is to put forward some reasonable suggestions to help the initial teachers adapt to the new job from the aspects of starting education, self-adjustment, garden culture, teacher evaluation and so on, based on the analysis of data and the actual situation. Help preschool teachers in the stage of induction to change their identity roles, adapt to professional life, meet job requirements, and realize professional growth as soon as possible.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G615
【引证文献】
相关硕士学位论文 前7条
1 骆丽娟;影响新教师职业适应的幼儿园环境因素分析[D];西南大学;2011年
2 陆翡翡;中学新入职地理教师课堂教学适应性的现状研究[D];陕西师范大学;2011年
3 张慧丽;乌鲁木齐市小学新教师教学适应研究[D];新疆师范大学;2011年
4 陈婧婷;小学初任教师入职适应的社会支持研究[D];天津师范大学;2012年
5 陈松松;汉语教师志愿者入职阶段适应研究[D];山东大学;2012年
6 庞柏;初任教师学科教学知识（PCK）发展研究[D];上海师范大学;2012年
7 李菊花;朝鲜族小学教师职业适应研究[D];延边大学;2012年
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